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AUTHOR(S) Denise Mifsud
AUTHOR(S) Debra Shepherd; Nompumelelo Mohohlwane
AUTHOR(S) Simin Cao; Chuanmei Dong; Hui Li
AUTHOR(S) Michael B. Edwards; Jason N. Bocarro; Kyle S. Bunds (et al.)
AUTHOR(S) Richard Miller; Katrina Liu
AUTHOR(S) Jennifer B. Unger; Daniel Soto; Ryan Lee (et al.)
School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community.
AUTHOR(S) Lisette Hornstra; Linda van den Bergh; Jaap J. A. Denissen (et al.)
AUTHOR(S) Suniya S. Luthar; Lisa S. Pao; Nina L. Kumar
AUTHOR(S) Adam Boddison; Helen Curran
AUTHOR(S) Wenbo Deng; Weina Lei; Xipei Guo (et al.)
Since the outbreak of COVID-19, online courses have been extensively used from K-12 to higher education. Online learning engagement, an important factor in online learning success, is currently at a low level in high school. Meanwhile, the research on the factors that influence high school students' online learning engagement is still limited. Based on the theories of regulatory focus and value control, this study developed a multi-mediation model to investigate whether self-efficacy and academic emotions can mediate the relationship between regulatory focus and online learning engagement.
AUTHOR(S) Loshini Naidoo; Jacqueline D’warte; Susanne Gannon (et al.)
AUTHOR(S) Lordina Juvenile Ehwi; Richmond Juvenile Ehwi
AUTHOR(S) Youngkwang Jeon; Akihiro Fushimi; Dominic Koeppl (et al.)
COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity – critical to connectivity – remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities – including mobile phone-based learning strategies – and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts
AUTHOR(S) Radhika Nagesh; Frank van Cappelle; Vidur Chopra (et al.)
COVID-19 school closures in South Asia lasted longer than in any other region. To mitigate subsequent effects, governments and education actors in South Asia provided a range of remote learning modalities.This report presents evidence on the reach and effectiveness of these remote learning strategies through a meta-analysis of studies from the region. Large differences in students’ access to connectivity and devices show that high-tech remote learning modalities did not reach all students. Lessons learned indicate that the effectiveness of one-way or low-tech modalities can be enhanced through increased engagement and support from educators. Teachers, parents and caregivers must be supported to help children learn remotely, especially in cases where they must rely on these low-tech remote learning modalities. Formative assessments are needed to understand the scale of lost learning and target responses to remediate this learning loss when schools reopen.
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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